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<body bgcolor=white lang=EN-US link=blue vlink=blue style='tab-interval:.5in'
id="print_screen_popup">

<div class=Section1>

<div style='margin-left:12.0pt;margin-top:12.0pt;margin-right:12.0pt;
margin-bottom:12.0pt' id="print_view">

<div>

<p class=schoolheader1 style='background:#D7EDFD'><st1:place w:st="on"><st1:PlaceName
 w:st="on">OLIVE</st1:PlaceName> <st1:PlaceName w:st="on">DODGE</st1:PlaceName>
 <st1:PlaceType w:st="on">ELEMENTARY SCHOOL</st1:PlaceType></st1:place></p>

<p class=county1 style='background:#D7EDFD'>Cathy Burdette</p>

</div>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:2'><b><span
style='font-family:Arial;color:#DE443F;mso-font-kerning:18.0pt'>Monday,
November 30, 2009<o:p></o:p></span></b></p>

<div style='mso-element:para-border-div;border:solid #3366CC 1.0pt;border-bottom:
none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:solid #3366CC .75pt;
mso-border-right-alt:solid #3366CC .75pt;padding:4.0pt 0in 0in 4.0pt;
background:#D7EDFD;margin-left:3.75pt;margin-right:0in'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3;background:
#D7EDFD;border:none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:
solid #3366CC .75pt;mso-border-right-alt:solid #3366CC .75pt;padding:0in;
mso-padding-alt:4.0pt 0in 0in 4.0pt'><b><span style='font-family:Arial;
color:black'>Ten Tens<o:p></o:p></span></b></p>

</div>

<div style='border:solid #3366CC 1.0pt;mso-border-alt:solid #3366CC .75pt;
padding:0in 8.0pt 8.0pt 8.0pt;margin-left:3.75pt'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Summary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Session 3.6
Ten Tens Math Workshop continues to focus on adding to and subtracting from
100. Class discussion focuses on the number of 10s in 100.<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Math Focus Points<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Using coin
equivalencies - Subtracting amounts from 100 or $1.00, down to 0 - Adding
multiples of 5 and 10, up to 100 - Working with the relationship between 1, 10,
and 100<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Vocabulary<o:p></o:p></span></b></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Materials<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- T66, One
Ten Is the Same as Ten Ones - T67, One Hundred Is the Same as Ten Tens - M15,
Pages in a Sticker Book: Make 1 copy. - Materials for Get to 100: See Session
3.1. - Materials for Unroll-a-Square: See Session 3.4. - Materials for Spend
$1.00: See Session 3.5. - 10 Strips of 10 stickers (from Session 1.1) - 10
Towers of 10 cubes - 10 dimes and 1 dollar - Pocket 100 chart<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Professional Development<o:p></o:p></span></b></p>

</div>

<div style='mso-element:para-border-div;border:solid #3366CC 1.0pt;border-bottom:
none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:solid #3366CC .75pt;
mso-border-right-alt:solid #3366CC .75pt;padding:4.0pt 0in 0in 4.0pt;
background:#D7EDFD;margin-left:3.75pt;margin-right:0in'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3;background:
#D7EDFD;border:none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:
solid #3366CC .75pt;mso-border-right-alt:solid #3366CC .75pt;padding:0in;
mso-padding-alt:4.0pt 0in 0in 4.0pt'><b><span style='font-family:Arial;
color:black'>What Time Is It?<o:p></o:p></span></b></p>

</div>

<div style='border:solid #3366CC 1.0pt;mso-border-alt:solid #3366CC .75pt;
padding:0in 8.0pt 8.0pt 8.0pt;margin-left:3.75pt'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Summary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Classroom
Routine 3.6 What Time Is It? Students work in pairs to set their clocks to the
times that you post on the board. Emphasize counting the five-minute intervals
for each time. Use a mixture of whole, half, and quarter hour times: 6:30,
12:15, 3:00, 7:30, 7:45, 1:00, 2:30, 11:30, 11:45, 10:30. When they are
finished, partners take turns writing a time and setting the time. Note that the
term &quot;quarter hour&quot; is introduced to students in Parts of a Whole,
Parts of a Group.<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Math Focus Points<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Using
clocks as tools for keeping track of and measuring time - Naming, notating, and
telling time to the hour, half hour, and quarter hour on digital and analog
clocks - Determining the number of minutes in hours, half hours, and quarter
hours - Counting by 5s - Determining what time it will be when given start and
elapsed times that are multiples of 15 minutes<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Vocabulary<o:p></o:p></span></b></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Materials<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>-
Demonstration clock - Student clocks (1 per pair)<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Professional Development<o:p></o:p></span></b></p>

</div>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:2'><b><span
style='font-family:Arial;color:#DE443F;mso-font-kerning:18.0pt'>Tuesday,
December 1, 2009<o:p></o:p></span></b></p>

<div style='mso-element:para-border-div;border:solid #3366CC 1.0pt;border-bottom:
none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:solid #3366CC .75pt;
mso-border-right-alt:solid #3366CC .75pt;padding:4.0pt 0in 0in 4.0pt;
background:#D7EDFD;margin-left:3.75pt;margin-right:0in'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3;background:
#D7EDFD;border:none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:
solid #3366CC .75pt;mso-border-right-alt:solid #3366CC .75pt;padding:0in;
mso-padding-alt:4.0pt 0in 0in 4.0pt'><b><span style='font-family:Arial;
color:black'>How Many 5s in 100?<o:p></o:p></span></b></p>

</div>

<div style='border:solid #3366CC 1.0pt;mso-border-alt:solid #3366CC .75pt;
padding:0in 8.0pt 8.0pt 8.0pt;margin-left:3.75pt'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Summary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Session 4.1
How Many 5s in 100? Students find the number of 5s and 10s in 100 and fill in
these multiples on a blank 100 chart. Then they solve problems about the number
of nickels and dimes in a given amount.<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Math Focus Points<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Skip
counting by 5s and 10s - Thinking about the structure of 100 in terms of groups
of 5 and 10 - Identifying patterns in the multiples of 5 - Using coins to model
adding by 5s and 10s<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Vocabulary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- <span
class=GramE>multiple</span> - skip counting<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Materials<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- M30, Blank
100 Chart: Make copies. (1 per student) - M5, 100 Chart: Make copies for use
throughout this Investigation. (<span class=GramE>as</span> needed) - Chart
paper (optional) - Coin sets (1 per 4-5 students) - Connecting cubes: Organize
100 by making two towers of 5 of each color. (<span class=GramE>optional</span>)<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Professional Development<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Read Ahead
of Time - Dialogue Boxes: How Many 5s in 100<span class=GramE>?,</span> p. 185;
How Many Nickels?, p. 187<o:p></o:p></span></p>

</div>

<div style='mso-element:para-border-div;border:solid #3366CC 1.0pt;border-bottom:
none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:solid #3366CC .75pt;
mso-border-right-alt:solid #3366CC .75pt;padding:4.0pt 0in 0in 4.0pt;
background:#D7EDFD;margin-left:3.75pt;margin-right:0in'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3;background:
#D7EDFD;border:none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:
solid #3366CC .75pt;mso-border-right-alt:solid #3366CC .75pt;padding:0in;
mso-padding-alt:4.0pt 0in 0in 4.0pt'><b><span style='font-family:Arial;
color:black'>Today's Number: 50 Using Addition with Multiples of 5 and 10<o:p></o:p></span></b></p>

</div>

<div style='border:solid #3366CC 1.0pt;mso-border-alt:solid #3366CC .75pt;
padding:0in 8.0pt 8.0pt 8.0pt;margin-left:3.75pt'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Summary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Classroom
Routine 4.1 Today's Number: 50 Using Addition with Multiples of 5 and 10
Individually, students generate expressions for 50 by using only addition and
two numbers that are multiples of 5 and 10; for example, 35 + 15 and 40 + 10.<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Math Focus Points<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Generating
equivalent expressions for a number - Developing fluency with addition and
subtraction - Using standard notation (+, -, =) to record expressions and write
equations - Skip counting by 2s, 5s, and 10s - Identifying patterns in the
multiples of 2, 5, and 10<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Vocabulary<o:p></o:p></span></b></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Materials<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- No
materials needed<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Professional Development<o:p></o:p></span></b></p>

</div>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:2'><b><span
style='font-family:Arial;color:#DE443F;mso-font-kerning:18.0pt'>Wednesday,
December 2, 2009<o:p></o:p></span></b></p>

<div style='mso-element:para-border-div;border:solid #3366CC 1.0pt;border-bottom:
none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:solid #3366CC .75pt;
mso-border-right-alt:solid #3366CC .75pt;padding:4.0pt 0in 0in 4.0pt;
background:#D7EDFD;margin-left:3.75pt;margin-right:0in'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3;background:
#D7EDFD;border:none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:
solid #3366CC .75pt;mso-border-right-alt:solid #3366CC .75pt;padding:0in;
mso-padding-alt:4.0pt 0in 0in 4.0pt'><b><span style='font-family:Arial;
color:black'>Skip Counting by 2s, 5s, and 10s<o:p></o:p></span></b></p>

</div>

<div style='border:solid #3366CC 1.0pt;mso-border-alt:solid #3366CC .75pt;
padding:0in 8.0pt 8.0pt 8.0pt;margin-left:3.75pt'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Summary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Session 4.2
Skip <span class=GramE>Counting</span> by 2s, 5s, and 10s Students are
introduced to skip counting strips-lists of the numbers said when skip counting
by a certain number. During Math Workshop, students solve coin problems or make
skip counting strips for counting by 2s, 5s, or 10s.<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Math Focus Points<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Skip
counting by 2s, 5s, and 10s - Using coins to model adding by 5s and 10s - Using
the relationship between 5 and 10, and between nickels and dimes, to solve
problems<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Vocabulary<o:p></o:p></span></b></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Materials<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- M5, 100
Chart (as needed) - Coin sets (1 per 4-5 students) - Strips of adding machine
tape: Cut 2-foot strips. (3 per student plus extras)<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Professional Development<o:p></o:p></span></b></p>

</div>

<div style='mso-element:para-border-div;border:solid #3366CC 1.0pt;border-bottom:
none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:solid #3366CC .75pt;
mso-border-right-alt:solid #3366CC .75pt;padding:4.0pt 0in 0in 4.0pt;
background:#D7EDFD;margin-left:3.75pt;margin-right:0in'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3;background:
#D7EDFD;border:none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:
solid #3366CC .75pt;mso-border-right-alt:solid #3366CC .75pt;padding:0in;
mso-padding-alt:4.0pt 0in 0in 4.0pt'><b><span style='font-family:Arial;
color:black'>Today's Number: Counting Around the Class<o:p></o:p></span></b></p>

</div>

<div style='border:solid #3366CC 1.0pt;mso-border-alt:solid #3366CC .75pt;
padding:0in 8.0pt 8.0pt 8.0pt;margin-left:3.75pt'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Summary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Classroom
Routine 4.2 Today's Number: Counting <span class=GramE>Around</span> the Class
Students brainstorm what number they will end on if they count around the class
by 10s. Record the number sequence on the board. Compare the final number
counted with the suggestions made by students. What numbers are on the list and
not on the list? How many numbers were said? The last number said is Today's
Number. In the time that remains, students generate expressions for Today's
Number.<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Math Focus Points<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Generating
equivalent expressions for a number - Developing fluency with addition and
subtraction - Using standard notation (+, -, =) to record expressions and write
equations - Skip counting by 2s, 5s, and 10s - Identifying patterns in the
multiples of 2, 5, and 10<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Vocabulary<o:p></o:p></span></b></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Materials<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- No
materials needed<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Professional Development<o:p></o:p></span></b></p>

</div>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:2'><b><span
style='font-family:Arial;color:#DE443F;mso-font-kerning:18.0pt'>Thursday,
December 3, 2009<o:p></o:p></span></b></p>

<div style='mso-element:para-border-div;border:solid #3366CC 1.0pt;border-bottom:
none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:solid #3366CC .75pt;
mso-border-right-alt:solid #3366CC .75pt;padding:4.0pt 0in 0in 4.0pt;
background:#D7EDFD;margin-left:3.75pt;margin-right:0in'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3;background:
#D7EDFD;border:none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:
solid #3366CC .75pt;mso-border-right-alt:solid #3366CC .75pt;padding:0in;
mso-padding-alt:4.0pt 0in 0in 4.0pt'><b><span style='font-family:Arial;
color:black'>Assessment: Skip Counting Strips<o:p></o:p></span></b></p>

</div>

<div style='border:solid #3366CC 1.0pt;mso-border-alt:solid #3366CC .75pt;
padding:0in 8.0pt 8.0pt 8.0pt;margin-left:3.75pt'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Summary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Session 4.3
Assessment: Skip Counting Strips Math Workshop continues to focus on working
with multiples of 2, 5, and 10. Class discussion focuses on adding 5s and 10s.
The session ends with a skip counting assessment.<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Math Focus Points<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Skip
counting by 2s, 5s, and 10s - Using coins to model adding by 5s and 10s -
Developing efficient methods for adding 2-digit numbers - Using the 100 chart
and the number line to model addition<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Vocabulary<o:p></o:p></span></b></p>

</div>

<div style='mso-element:para-border-div;border:solid #3366CC 1.0pt;border-bottom:
none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:solid #3366CC .75pt;
mso-border-right-alt:solid #3366CC .75pt;padding:4.0pt 0in 0in 4.0pt;
background:#D7EDFD;margin-left:3.75pt;margin-right:0in'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3;background:
#D7EDFD;border:none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:
solid #3366CC .75pt;mso-border-right-alt:solid #3366CC .75pt;padding:0in;
mso-padding-alt:4.0pt 0in 0in 4.0pt'><b><span style='font-family:Arial;
color:black'>What Time Is It<span class=GramE>?:</span> What Time Will It Be?<o:p></o:p></span></b></p>

</div>

<div style='border:solid #3366CC 1.0pt;mso-border-alt:solid #3366CC .75pt;
padding:0in 8.0pt 8.0pt 8.0pt;margin-left:3.75pt'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Summary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Classroom
Routine 4.3 What Time Is It<span class=GramE>?:</span> What Time Will It Be?
Ask students to set their clocks to 10:15 as you write 10:15 on the board. Then
ask students to set their clocks to the time it will be in five minutes.
Students talk with their partner about what time it will be, how they know, and
how to write the new time in digital format (10:20). Review the different ways
of naming the time: &quot;ten twenty&quot; and &quot;twenty minutes past
ten.&quot; Do several more times (10:30, 1:00, 7:45, and so on), using
five-minute intervals.<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Math Focus Points<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Using clocks
as tools for keeping track of and measuring time - Naming, notating, and
telling time to the hour, half hour, and quarter hour on digital and analog
clocks - Determining the number of minutes in hours, half hours, and quarter
hours - Counting by 5s - Determining what time it will be when given start and
elapsed times that are multiples of 15 minutes<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Vocabulary<o:p></o:p></span></b></p>

</div>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:2'><b><span
style='font-family:Arial;color:#DE443F;mso-font-kerning:18.0pt'>Friday,
December 4, 2009<o:p></o:p></span></b></p>

<div style='mso-element:para-border-div;border:solid #3366CC 1.0pt;border-bottom:
none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:solid #3366CC .75pt;
mso-border-right-alt:solid #3366CC .75pt;padding:4.0pt 0in 0in 4.0pt;
background:#D7EDFD;margin-left:3.75pt;margin-right:0in'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3;background:
#D7EDFD;border:none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:
solid #3366CC .75pt;mso-border-right-alt:solid #3366CC .75pt;padding:0in;
mso-padding-alt:4.0pt 0in 0in 4.0pt'><b><span style='font-family:Arial;
color:black'>End-of-Unit Assessment<o:p></o:p></span></b></p>

</div>

<div style='border:solid #3366CC 1.0pt;mso-border-alt:solid #3366CC .75pt;
padding:0in 8.0pt 8.0pt 8.0pt;margin-left:3.75pt'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Summary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Session 4.4
End-of-Unit Assessment Students solve problems about shopping in a class store
in which items are priced in multiples of 5. They find two different ways they
could spend a dollar. If they do not spend all $1.00, they determine how much
change they would get.<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Math Focus Points<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Adding
multiples of 5 and 10 - Using coins to model adding by 5s and 10s - Determining
the difference between a given amount and $1.00<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Vocabulary<o:p></o:p></span></b></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Materials<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- M5, 100
Chart (as needed) - T68, End-of-Unit Assessment (page 1 of 3) - M40-M42,
End-of-Unit Assessment: Make copies. (1 of each page per student) - Coin sets
(1 per 4-5 students)<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Professional Development<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Read Ahead
of Time - Teacher Note: End-of-Unit Assessment, p. 166<o:p></o:p></span></p>

</div>

<div style='mso-element:para-border-div;border:solid #3366CC 1.0pt;border-bottom:
none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:solid #3366CC .75pt;
mso-border-right-alt:solid #3366CC .75pt;padding:4.0pt 0in 0in 4.0pt;
background:#D7EDFD;margin-left:3.75pt;margin-right:0in'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3;background:
#D7EDFD;border:none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:
solid #3366CC .75pt;mso-border-right-alt:solid #3366CC .75pt;padding:0in;
mso-padding-alt:4.0pt 0in 0in 4.0pt'><b><span style='font-family:Arial;
color:black'>Quick Images: Coins<o:p></o:p></span></b></p>

</div>

<div style='border:solid #3366CC 1.0pt;mso-border-alt:solid #3366CC .75pt;
padding:0in 8.0pt 8.0pt 8.0pt;margin-left:3.75pt'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Summary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Classroom
Routine 4.4 Quick Images: Coins <span class=GramE>Using</span> overhead coins,
display 20 nickels (in four rows of five). Follow the basic Quick Images
activity. Ask students to focus on the type and number of coins they saw as
well as the value of the coins. When the coins are covered, ask students to
explain how they determined how much money was displayed. Use equations to
represent the problem and how students found the total. Repeat with ten dimes.<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Math Focus Points<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Developing
and analyzing visual images for quantities - Using ratio relationships to solve
problems - Identifying coins and their values - Adding coin amounts - Using
standard notation (+, -, =) to write equations<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Vocabulary<o:p></o:p></span></b></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Materials<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Overhead
coins<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Professional Development<o:p></o:p></span></b></p>

</div>

</div>

</div>

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